摘要：Although the validity of this idea has not been evidenced with scientific research, it is thought that deaf people have a visual learning style because of the use sign language, which is a visual language, or more prefer to visual information than auditory information. In our age, visual literacy skills are an important skill for individuals of all education levels. Therefore, the aim of the study to determine objectives relevant to visual literacy in 2018 Turkish curriculum (only 1st grade) and, examine activities relevant to determined objectives in Turkish textbook which used in primary schools for deaf. The data of the research was acquired by way of document review and in analyzing process a categorical encoding matrix was used. 43 activities relevant to visual literacy in the Turkish 1 textbook and 106 activities in the Turkish 1 elementary supplementary textbook for the deaf were determined. In the research, the Turkish 1 elementary supplementary textbook for the deaf was determined to be rich in activities related to visual literacy. However, the lack of visual literacy activity in the listening dimension in the Turkish 1 elementary supplementary textbook was identified as important deficiency at the end of the research. At the end of the research, suggestions were developed to support all language and language dimensions holistically in Turkish textbooks and activity books and, visual literacy skills in all dimensions of language.
其他摘要：Bilimsel dayanaklarla doğruluğu kanıtlanmamış olmakla beraber, işitme yetersizliği olan bireylerin bir kısmının görsel bir dil olan işaret dili kullanmasına veya işitsel bilgiye nazaran görsel bilgiyi tercih etmesinden dolayı onların görsel öğreniciler ol
关键词：Visual literacy; children with hearing impairment; Turkish curriculum
其他关键词：Görsel okuryazarlık; işitme yetersizliği olan çocuklar; Türkçe öğretim programı
